Transcription

1 Behavioral Principles S-R Learning Classical conditioning The most basic form of learning; one stimulus comes to serve as a signal for the occurrence of a second stimulus (the response) Stimulus a physical event capable of affecting behavior Very common type of learning, may play a role in everything from fears to racial prejudice Pavlov & Classical Conditioning 1

2 The Experiment Pavlov was researching the digestive process in dogs, when he came upon an interesting phenomenon He would ring a bell at the same time as he was serving the dogs food; eventually, the dogs began to drool at just the sound of the bell One stimulus became paired with another, one signaling the coming of the other New Reflexes from Old Unconditioned stimulus (US) Elicits a response in the absence of learning Unconditioned response (UR) The reflexive response to a stimulus in the absence of learning New Reflexes from Old A neutral stimulus is then regularly paired with an unconditioned stimulus 2

3 New Reflexes from Old Conditioned stimulus (CS) An initially neutral stimulus that comes to elicit a conditioned response after being paired with an unconditioned stimulus Conditioned response (CR) Response to the CS 3

4 The Principles The Principles Acquisition is the process by which a CS acquires the ability to elicit a CR Happens through repeated pairing of US with CS Affected by the number of US-CS pairings the timing of those pairings, the intensity of the US or CS, and familiarity of the stimuli The Principles Extinction Process by which a CS loses the ability to elicit CR because it is no longer followed by the US Not a perfect process, events such as reconditioning and spontaneous recovery hinder the extinction of CR 4

6 Higher-Order Conditioning The Principles Stimulus generalization the tendency of stimuli similar to a CS to evoke CR Have one awesome bald, bearded teacher, so you seek out other bald, bearded teachers Stimulus discrimination the process by which we learn to respond to certain stimuli but not to others You learn that not all bald, bearded teachers are awesome Principles Counterconditioning Pairing a CS with a stimulus that elicits a response that is incompatible with an unwanted conditioned response 6

7 Operational Definition Operant conditioning process where you learn to repeat behaviors that yield positive outcomes or permit them to avoid or escape negative outcomes In other words, the chance that a behavior will occur depends on the consequences that follow These chances can be increased by reinforcement or decreased by punishment Consequences A neutral consequence neither increases or decreases the probability that the response will recur Reinforcement strengthens the response or makes it more likely l to recur Punishment weakens a response or makes it less likely to recur 7

8 Increasing Behavior Reinforcement Applying or removing a stimulus to increase the strength of a specific behavior Positive reinforcers Stimuli that strengthen responses that precede them There are primary (food, water) and secondary reinforcers (money, praise) Negative reinforcers Stimuli that strengthen responses that cause avoidance of those stimuli Negative vs. Positive Reinforcement Decreasing Behavior Punishment Applying or removing a stimulus decreases the strength of a behavior Positive punishment Occurs when behaviors are followed by aversive stimuli called punishers Negative punishment Occurs when behaviors are linked to loss of potential reinforcers 8

9 The Principles Shaping Closer and closer approximations to desired behavior are required for positive reinforcement to be given Chaining A sequence of responses must be followed to gain a reward The Principles Stimulus generalization Stimuli that are similar to the original stimulus are more likely to trigger a response. Stimulus discrimination The tendency of a response to occur in the presence of one stimulus but not another The Schedules There are different schedules of reinforcement used in operant conditioning These schedules are rules determining when and how reinforcements will be delivered 9

10 The Schedules Continuous reinforcement Every occurrence of a behavior is reinforced Useful for strengthening new behavior Every time you raise your hand in class, you get some candy The Schedules Fixed-interval a specific interval of time must elapse before a response will yield reinforcement Such as a studying schedule Variable-interval a variable amount of time must elapse before a response will be reinforced Surprise inspections at workplace The Schedules Fixed-ratio reinforcement occurs only after a fixed number of responses have occurred Being paid for every ten license plates you stamp Variable-ratio - reinforcement occurs only after a variable number of responses have been performed Slot machines and other games of chance 10

11 The Schedules History of CBT Evolution of CBT Three primary stages 1. Initial emergence of behavior therapy 2. Growth of cognitive therapy 3. Merging of BT and CT 11

12 Stage One Behavior therapy emerged independently in the US and UK in the 1950s Brits focused on outpatient anxiety/fear and based more on classical conditioning Americans focused on institutionalized patients and were based more on Skinnerian conditioning and techniques US Behavior Therapists Radically behavioral in their outlook Lindsley verbal responses in psychiatric patients Krasner further verbal conditioning Lovaas autism treatment Ayllon & Azrin token economy systems UK Behavior Therapists Both psychiatrists and psychologists were integral in the development Critical of Skinner s theories, more Pavlovian or Hullian, and accepting of genetic factors Hans Eysenck s critiques of psychoanalysis Joseph Wolpe s systematic desensitization 12

13 Common Ground Despite the differences, US & UK BT had much in common Concentrated on behavioral problems Change in behavior was both necessary and sufficient to cure problems Psych problems were result of faulty learning Strict empirical approach to treatment Common Ground Led to merging of two approaches in the 1970s, with a subsequent emphasis on effectiveness research Many successes in Stage One, but notable failures as well Depression Addictive problems Stage Two Beck s cognitive therapy for depression made huge impact on the field, as the aversion to cognitive concepts waned in the 1980s Emphasis and empiricism and the inclusion of behavioral concepts helped speed acceptance Beck & Ellis work seen more as supplements than competitors to BT 13

14 Beck vs. Ellis Ellis work Was more directly linked to BT Had an earlier recognition of link between thoughts and emotions Were more loosely formulated and anecdotal Beck s work Highly testable Focused on treatment of depression Became more popular, both for clinical use and outcome research Cognitive Therapy There is a strong disconnect between cognitive therapy and cognitive science Emphasis on conscious processes Lack of emphasis on subjectivity of experiences Lack of emphasis on how mood impacts attention This is being closed however, as more psychologists become involved in crossdisciplinary research Stage Three With the merging of cognitive and behavioral therapies, interesting exchanges occur Emphasis on empiricism and conducting outcome h(f )h b k research (from BT) has been kept CT is supplying more content to BT, in the form of client explanations, wishes, fears, and understanding CT allows for expanded explanatory power for psychological problems (e.g., OCD, panic) 14

15 Stage Three Merging also raises new theoretical questions Causality links between thoughts, emotions, and dbehaviors What are the key mechanisms of change, both in BT and CT? How best to track cognitive changes and when they produce improvement? Behaviorizing Psychology As with the gap between cognitive therapy and cognitive science, many feel there is a gap between behavior therapy and behavioral science This can lead to a number of issues for behavior therapists, both in practice and theory Not Just One Many different kinds of behaviorism Radical behaviorism (RB) / Skinner Cognitive-social behaviorism / Bandura Psychological behaviorism / Staats Each is similar, but also have fundamental differences Which one a therapy or theory is based on will impact it greatly 15

Operational Definitions Learning Learning Page 1 of 8 o A relatively change in behavior (or behavior potential) due to Behaviorism experience o Research on learning has been influenced by this approach

1 Chapter in Review 1. Learning is difficult to define, but most psychologists would agree that: In learning the organism acquires some new knowledge or behavior as a result of experience; learning can

Chapter 5: Learning I. Introduction: What Is Learning? A. Psychologists define learning as a process that produces a relatively enduring change in behavior or knowledge as a result of an individual s experience.

HONORS PSYCHOLOGY REVIEW QUESTIONS The purpose of these review questions is to help you assess your grasp of the facts and definitions covered in your textbook. Knowing facts and definitions is necessary

PSYC 1001 Page 1 Chapter 6 Phobias: Irrational fears of specific objects or situations, often the result of a type of learning called classical conditioning Learning: A relatively durable change in behaviour

Slide 1: What is? - a relatively durable change in behavior that is due to experience. Common examples- Language Sports Mastery Social Behavior Reading etc Types of to be studied Observational (Bandura)-

Chapter 10 Classical Conditioning Classical Conditioning: The Story of Dogs and Little Albert A BEHAVIORAL VIEW OF LEARNING As you read below you may come to think that behavioral learning theories seem

Unit 5: Learning and Conditioning For many species, including of course human beings, the ability to survive depends upon our ability to modify our behavior based upon experience. In other words, our survival

Chapter 5 Learning Outline I. What Is Learning? A. Learning is demonstrated by a relatively permanent change in behavior that occurs as the result of practice or experience. 1. Learning cannot be observed

Behavioural Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440 All Case Histories in this text are presented as examples only and any comparison which might

Psychology with Mr. Duez UNIT 3 "Learning" LEARNING TARGETS If you learn only 6 things from this chapter... 1. Learning refers to a relatively permanent change in behavior based on experience. 2. Classical

Learning Relatively permanent behavior change that is acquired through experience Learning vs Maturation Not all behavior change is best described as learning Maturation (neuromuscular development) usually

Chapter 7 Conditioning and Learning Chapter Summary Definitions Learning is defined as a relatively permanent change in behavior due to experience. A stimulus is anything that comes in through your senses.

Chapter 7: Learning PSY 110: General Psychology Learning Monkeys beginning to wash their food before they eat it The rituals that athletes perform before/during contests Birds learning to flutter their

CHAPTER 8 Classical Conditioning 131. A group of ranchers attempts to discourage coyotes from attacking their sheep by placing a substance on the wool of the sheep that makes coyotes violently ill if they

UNIT 6: LEARNING HOW DO WE LEARN? OBJECTIVE 1: Define learning, and identify two forms of learning. 1. A relatively permanent change in an organism s behavior due to experience is called LEARNING. 2. More

Classical Conditioning I Pavlov s Discovery Basic Procedure Acquisition, Extinction, And Spontaneous Recovery Ivan Pavlov Russian Physiologist Nobel Prize in 1904 for work on the role of the nervous system

Term Explanation Application/Example/Extension Classical conditioning is a type of learning where a previously neutral stimulus that is continuously paired with an unconditioned stimulus (a natural stimulus

How do we Learn? Chapter 6 Learning CLASS OBJECTIVES: What is learning? What is Classical Conditioning? How do you know you ve learned something? 1 Can our beliefs and attitudes be a result of learning??

Skinner and Operant Conditioning Slide One: Two characteristics help us distinguish between the two forms of associative learning. As you learned in classical conditioning, the organism learns associations

Heather Maurin, MA, EdS, PPS, LEP, BICM School Psychologist-Stockton Unified School District THE ABC S OF APPLIED BEHAVIOR ANALYSIS WHAT IS BEHAVIOR Every behavior has a purpose. There is no behavior that

What is learning? - I Learning is a continuous process of interaction between an organism and its environment. Learning involves the perception and processing of information at a number of levels. At a

Classical Conditioning Notes by Dr. Ilija Gallego The Simplest Type of Learning: Pavlovian or Respondent Conditioning Classical conditioning is based on Stimulus > Response A stimulus in anything you can

Classical vs. Operant Conditioning Operant conditioning (R S RF ) A voluntary response (R) is followed by a reinforcing stimulus (S RF ) The voluntary response is more likely to be emitted by the organism.

Chapter 5 Learning Classical Conditioning Learning relatively permanent change in behavior due to experience Behaviorism emphasizes the study of observable behavior and the role of the environment as determinant

Chapter 15 How the world creates who you are: behaviorism and social learning theory Learning 2 stimuli events, things, or people repeatedly experienced together will eventually come to elicit the same

Final Exam Review for EDP304 Prague Types of Instruction 1. The term used to describe lessons in which the teacher provides information directly to students, structuring class time to reach a clearly defined

Name: Class: _ Date: _ Study Test Chapter 6 Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A relatively durable change in behavior or knowledge that is

UNIT 6 Learning UNIT PREVIEW Learning helps us adapt to our environment. Pavlov explored classical conditioning, in which we learn to anticipate events, such as being fed or experiencing pain. In his famous

GCSE Psychology Learning Student: Tutor: Unit 2: Understanding other people 1 Learning What is classical conditioning? What do we mean when we say we have learnt something? Read the statements below and

The Behavioral Approach It s all about observable behavior! In order to understand another person, you must simply understand the consequences he/she experienced during a lifetime. Ivan Pavlov B.F. Skinner

Coverage of the Behavior Analyst Certification Board Fourth Edition List by Cooper, Heron, and Heward s Applied Behavior Analysis, Second Edition The BACB Fourth Edition List is organized in three major

The Cognitive Dog ABC S OF LEARNING THEORY How Dogs Learn The Basics CLASSICAL CONDITIONING Also known as Pavlovian, Associative and Respondent OPERANT CONDITIONING What we know as training CLASSICAL CONDITIONING

Recent History of Clinical Psychology Influence of WWII As in WWI, psychologists were called upon to evaluate soldiers Intellectual, psychiatric, and personality assessments were given to over 20 million

A Brief Explanation of Applied Behavior Analysis Applied Behavior Analysis is the procedure for using the principles of operant conditioning to identify the contingencies affecting a student s behavior

FREEDOM FROM DECISION The Psychology of B.F. Skinner Adam Gallagher Learning Objectives The overall objective of this module is to illustrate the progression of an idea in science. Many times while learning

THINK SOCIAL PSYCHOLOGY Chapter 6 Attitudes: Making Evaluations About The World Attitude Defined The term attitude refers to a tendency to evaluate a person, object, or idea with some degree of approval

Driscoll Part Two Radical Behaviorism 1. Introduction There has been no more dominant theory of learning throughout the twentieth century than behaviorism. It is the foundation of most dominant educational

Psyc 104: Learning Chs 1 & 2 Intro and Methods Intro to Learning and History Chapter 1 1 Behavior and Learning What is behavior? Behavior is any activity of an organism that can be directly or indirectly

CHAPTER 9 Operant Conditioning and Cognitive Learning 151. What is one major difference between operant conditioning and classical conditioning? (A) Operant conditioning takes place as a result of some

Classical vs. Operant Conditioning Operant conditioning (R S RF ) A voluntary response (R) is followed by a reinforcing stimulus (S RF ) The voluntary response is more likely to be emitted by the organism.

A Behavioral Perspective of Childhood Trauma and Attachment Issues: Toward Alternative Treatment Approaches for Children with a History of Abuse By: Walter Prather and Jeannie A. Golden ABSTRACT This article